Improving Your Incentive System - Table of Contents - Chapter IX

IMPROVING YOUR INCENTIVE
SYSTEM’S EFFECTIVENESS
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A comprehensive manual authored By: Gene Levine, Gene Levine Associates
Management Advisors - Since 1965

TABLE OF CONTENTS

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CHAPTER II.	ABSENTEEISM
CHAPTER III.	LABOR TURNOVER
CHAPTER I V.	HOW EFFECTIVE IS YOUR MANAGEMENT STYLE?
CHAPTER V.	SETTING AND MAINTAINING MEANINGFUL PRODUCTION STANDARDS
CHAPTER VI.	RECRUITING, INTERVIEWING AND HIRING DEPENDABLE EMPLOYEES
CHAPTER VII.	EFFECTIVE ORIENTATION AND THE USE OF EMPLOYEE HANDBOOKS

CHAPTER VIII

TRAINING PRACTICES, TOOLS AND A TRAINING INCENTIVE PLAN

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A.     HISTORY OF TRAINING

B.     PROJECTED RESULTS OF PROPER TRAINING

1.     More Successful Learners
2.     Reduced Labor Turnover
3.     Increased Earnings
4.     Reduced Make-up Cost
5.     Improved Quality
6.     Increased Dependability

C.     BASIC PRINCIPLES OF FORMALIZED SELECTION, TRAINING AND ORIENTATION, PROGRAMS

1.     Operation Analysis
2.     Separate Training Course
3.     Skill Development

D.     BASIC PRINCIPLES OF LEARNING

E.     FUNDAMENTALS OF TRAINING AND DEVELOPMENT

1.     Employee Development Must Be Part Of The Business Policies
2.     One Of The Biggest Tasks Is To Create The Desire To Learn
3.     Stay Away From Gimmicks
4.     What About Training In A Company With A Union?
5.     Train For Growth
6.     Repeat, Repeat, Repeat?
7.     Practice Makes Perfect?
8.     Break Up Lessons Into Easily Digestible Increments
9.     Students Should Practice
10.     Students Differ
11.     The Students Need To Know

F.     HOW PEOPLE LEARN

1.     Relate Facts To Ideas
2.     Reveal Each Fact On A Step-By-Step Basis
3.     Too Many Words Spoil The . . .
4.     Know When To Stop Each Lesson
5.     What Is Learning?
6.     How We Learn

G.     TASK ANALYSIS: WHAT IS IT?

1.     Define Every Job
2.     Considerations In Writing Job Descriptions
3.     Why Do A Task Analysis?
4.     Handling Job Changes
5.     How Do You Do A Task Analysis?
6.     What Does A Task Analysis Do For The Trainer?
7.     Now You are Ready To Begin Training

H.     MOTIVATION

I.     INVOLVING THE NEW EMPLOYEE IN THEIR JOB

J.     THE VALUE OF REPETITION

K.     MILD PRESSURE

L.     KEEP NEW EMPLOYEES POSTED ON THEIR PROGRESS

M.     KEEP NEW EMPLOYEE ACCOUNTABLE

N.     NEW EMPLOYEES CAN’T LEARN THEIR JOBS FROM A BOOK

O.     TEACHING ADULTS

1.     The Adult Must Want To Learn
2.     Adults Learn When A Need To Learn Is Felt
3.     Adults Learn Best By Doing
4.     Adults Prefer To Stay Realistic
5.     Adult Experiences Influences Learning
6.     Adults Prefer To Learn In An Informal Atmosphere
7.     Variety In Teaching Style Is Welcome
8.     Adults Do Not Want Grades

P.     OUTLINE FOR OPERATION TRAINING

1.     Be Prepared Before Instruction Begins
2.     Prepare The Worker
3.     Present The Operation
4.     Try Out Performance
5.     Follow-Up.

Q.     VESTIBULE TRAINING

1.     Vestibule Training Works!
2.     Example of Vestibule Area
3.     Trainee - Job Assignment And Methods Instruction
4.     General Guidelines Concerning Trainees
5.     How To Move The Trainee To The Work Floor
6.     Follow-Up By The Trainer Is Important

R.     EXPERIENCED WORKERS

1.     Even Experienced Workers Should Go Through the Vestibule
2.     Do Not Hire or Train For Any Specific Job
3.     General Training Guidelines for Experienced Workers

S.     LEARNING CURVES

1.     Gives Trainees Goals to Shoot For
2.     Learning Is Dependent On Repetition
3.     Learning Curves Act as a "Road Map" For A Trainee’s Progress
4.     Break Learning Curves Into Ease Of Job To Be Learned
5.     Match Trainee’s Achievements Against Plan
6.     Use Learning Curves To Set Accurate Incentive Standards
7.     Final Considerations Regarding Learning Curves

DATA FOR DETERMINING REQUIRED JOB
CONTENT LEVELS AND LEARNERS
EXPECTED WEEKLY EFFICIENCY

CHART I - TOTAL POINT VALUES AND WEEKS TO TRAIN

CHART II - DETERMINING TOTAL POINT
VALUES AND TRAINING TIMES

CHART III - EXPECTED % OF EFFICIENCY BY WEEK FOR VARIOUS SUGGESTED WEEKS TO TRAIN

T.     EXAMPLE OF A TRAINING INCENTIVE PLAN

Why Consider A Training Bonus?

Consider The Difference Between "Guarantee" And Yield"

Determine The Bonus Plans Goals

How Much Do You Want To Pay To "Beat" The Competition?

Supervisors Must Do What They’re Paid To Do

Let The Trainee Know Exactly Why You’re Putting In A Bonus System

Trainee Incentive Bonus Plan Must Be Tied To Increases

Bonus Should Begin Only After Minimums Are Exceeded

How The Bonus System Was Communicated And Monitored

Follow-up . . . . Using Accurate, Timely Reports Is A Must

Program Implementation

The More They Make, The More They Share . . . Well, Almost Share

Actual Earnings Are Up 8% Due To Increased Productivity

Is The Reason It Works Money?

CHAPTER IX.	WAGE INCENTIVES
CHAPTER X.	DIRECT LABOR REPORTS AND CONTROLS
CHAPTER XI.	CORPORATE COMMITMENT TO DEVELOPING ITS PEOPLE ASSET
CHAPTER XII.	PROVIDING INCENTIVE FOR NON-INCENTIVE JOBS
CHAPTER XIII.	CLOSING IDEAS THAT WILL IMPROVE YOUR INCENTIVE SYSTEM’S EFFECTIVENESS

APPENDICES

APPENDIX A - A.A.M.A. "SCARE" MODEL

APPENDIX B - OPERATOR SELECTION TEST

APPENDIX C - EXAMPLE – WHAT TO BRING AND WHAT TO WEAR INFORMATION FORM

APPENDIX D - JOB DESCRIPTION QUESTIONNAIRE

APPENDIX E - EXAMPLE JOB DESCRIPTION – ENGINEER

APPENDIX F - EXAMPLE APPLICATION BLANK

APPENDIX G - INTERVIEW GUIDE: DO’S AND DON’TS WHEN INTERVIEWING

APPENDIX H - WEEKLY INTERVIEWING, TESTING AND HIRING REPORT

APPENDIX I - ORIENTATION AND TRAINING CHECKLIST

APPENDIX J - FACTORY TOUR FORM

APPENDIX K - EXAMPLES OF TRAINING CURVES

APPENDIX L - EXAMPLE DAILY INCENTIVE PAYROLL RECORDS

APPENDIX M - PLANS FOR A VESTIBULE TRAINING AREA

APPENDIX N - 13 WEEK INCENTIVE AVERAGE COMPUTATION FORM

APPENDIX O - DEPARTMENTAL INCENTIVE PAYROLL SUMMARY

APPENDIX P - INCENTIVE EMPLOYEE’S HOURLY POTENTIAL EARNINGS WORKSHEET

APPENDIX Q - ENGINEERED MOTIVATION TECHNOLOGY BASIC DISCUSSION GUIDE

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